"The East Providence High School community believes that excellence in education is the pathway to the future. Our goal is to instill a passion for learning and a sense of responsibility in all students. Teachers working with families ensure that every student’s transition to society is personal and meaningful. Students, administrators, faculty, and staff are part of a culture promoting a safe environment to explore new ideas, meet new challenges, respect diversity and contribute to the community." - East Providence Mission Statement
Introduction
East Providence High School first opened in 1950. It was one of the first contemporary high schools built during the 1950s. It has an up to date cafeteria and auditorium that can accommodate over a thousand students. As the school was being built, there was a construction of a clock tower. Since then, the clock tower has been an iconic symbol for the high school. In the last ten years, East Providence has made an adaption to their cafeteria, making it larger, and also creating a new wing for the building. The principle of the high school is Janet Sheenan. There are about one-hundered and fifty faculty members working as teachers and about forty people who help as aides, secretaries, and maintenance. There are about 1,200 kids that attend East Providence High School.
Community Background
East Providence has a population of 48,570. This was concluded in July 2009. The population has changed by -0.2% since the year 2000. This is compared to the population of Rhode Island, which is 1,053,209 (U.S. Census Bureau 2009). The population of East Providence, along with the state, is consists mostly of white people. There is 86% of whites, 5.9% of African Americans, .8% of asians, 4.1% of hispanics, and .5% of American indian or alaska native (US census 2006-2008).
Population of East Providence
Estimate
Total:
47,815
White alone
41,113
Black or African American alone
2,802
American Indian and Alaska Native alone
220
Asian alone
384
Native Hawaiian and Other Pacific Islander alone
0
Rhode Island has a higher median household income than the U.S. East Providence has $50,332 median household income, which is $5,000 dollars lower than Rhode Island itself. The median family income is also exceptionally lower than the state. The $66,618 median family income compared to Rhode Island's $71,081 is a small difference, but will soon add up. There is about 8.9% of individuals, living in East Providence, that are below the poverty level, while there is a 6.2% of families living below the poverty level. In the community there is roughly about 1,608 of people who are in the food stamp program and about 13% of people who participate in the school breakfast programs. 83% of the community participate in the WIC, or The Special Supplemental Nutrition Program for Women, Infants and Children. The WIC is a federal assistance program of the food and nutrition service of the USDA for healthcare and nutrition of low-income pregnant women, breastfeeding women, and infants and children under the age of five.
The child population is about 10,546. 29% of this population lives in single-parent families, 10.8% are living in families below the federal poverty threshold, 6.3% are teens in school and are not working, and 3% are in households with grandparents who are financially responsible for their grandchildren (2000 census). In the 2009 census there is 10% of children who participate in early intervention. The students who are enrolled in special education is 26%. The number of children under the age 19 receiving medical assistance is 3,184 (2009 census). The high school attendance rate is 89%, whereas the high school graduation rate is 74%. Thats a 15% difference.
District Summary
There are about 5,785 students and 511 teachers in the district of East Providence. There are 304 schools in the area. Out of the 193 elementary schools, only 158 elementary schools had made AYP. 12 schools are within caution and 23 schools are making insufficient progress. Out of the 54 middle schools, only 72% have made the AYP, 13% are within caution, and 15% are insufficient. There are 57 high schools in East Providence. Out of that 57 only 26 are high performing and have made AYP. 27 of the high schools are insufficient and did not make the AYP. Clearly there is something wrong from the time the students are in middle school to when they get to high school.
There is a a bunch of different types of schooling in this area. Even though there is no public charter schools, 83% of the schools are public schools, 16.1% are non public schools, and .7% are home schooled. In theses schools, 37% of these students are eligible for subsidized lunch programs that the schools offer. 97% of students are receiving ESL, or bilingual education services. 3% are taking english as a second language and 0% are actually bilingual. Non recipients who are not receiving special education services is about 74% of the students. 9% are self contained and 17% are in general education programs with supports. The students come from a wide variety of ethnic backgrounds, but just like in the state itself, the population is mostly white. There is 78% of whites, 14% of african american, 5% hispanic, 2% asian, and 1% of native american.
In the state of Rhode Island there is a total of $14,462 for total per-pupil expenditures. In the district of East Providence there is $14,852. This is not a big difference of the amount of money being put into the per-pupil expenditures. 40% of the money goes to instruction, 18% of the money goes to instructional support, 18% goes to operations, 5% goes to leadership, and 15% goes to other commitments. The state is a little bit different from the district as a whole. 55% of the states goes to instruction, 15% goes to instructional support, 15% goes to operations, 10% goes to leadership, and 8% goes to other commitments. The state also gives $600 to special educational programs and $620 to career and technical education.
School Analysis
Principle Caroline Caswell
The principle of East Providence High School is Caroline Caswell. 1988 students currently occupy East Providence High school, along with 155 teachers. Out of the 1988 students who are in this high school, 71% are eligible for subsidized lunch programs. Almost 99% of the students are receiving ESL or bilingual education services and only 1% of the students are taking English as a second language. 77% of the students are receiving special educational services and 17% of the students are in or also in a general education program with supporters. 79% of the students are of white origin, 14% are African American, 2% are Asian, 4% are Hispanic, and only 2% of the students are Native American. This is really similar to the district, which is not surprising because in most districts the ethnicities are mostly the same as the school within that district.
In the SALT survey reports(2008) the numbers were very statistically low. In the student reports, on a scale from one to five, the positive school climate, teachers provide support, students show commitment, positive student interactions, negative student interactions, disciplinary harshness, instructional innovation and variation, and general quality of school life are all close to a 3. in the staff reports were too low for a high school with so many students. On a scale from one to seven, one being never and seven being daily; a three was given for students read and discuss newspaper articles and students write reports and papers; a 2.4 was given for students watch and discuss video tapes and direct television or news; a 3.4 was given for students revise their reports and papers.
East Providence High School has a wide variety of sports and activities from cheerleading, football, girl and boys soccer, baseball, softball, different seasons of track and field, theater, musical, chess club, chorus, and a photography club. East Providence has a different honor roll system than most schools. They have a Summa Cum Laude, which is all A's, Magna Cum Laude, which is all A's and B's, and finally Cum Laude, which is all A's, B's and no more than one C. This is different because in Massachusetts they have only two honor roll systems, high honors and honors. The national honor society has an extremely hard criteria. In order to become inducted into the Honor Society one must have an average of 89.5% or better for two and a half years; they must have a high moral character, leadership, and community involvement; they have to go and do fifteen hours of documented community service and they also must go through an application process.
The percent that graduated in 2009 was about 77.5%. The percent that dropped out was 10%. 5.9% of students received their GED and 6.7% are still in school. The teacher to student ratio is 1:12. In this high school the average SAT scores for math was a 476, in reading the average score was 480, and the writing average was 463.
SAT Exams (High School)
This School
Statewide
Nationwide
Mathematics Average (out of 800) 2008-09
476
489
510
Reading Average (out of 800) 2008-09
480
486
496
Writing Average (out of 800) 2008-09
463
482
487
Conclusion
The students are not doing well as they could be doing. For a high school with such a hard program for Honor Society, one would think the students would be scholars. Instead, students are not having great teaching, from what is on the SALT reports. Teachers believe that students barely participate in labs and or demonstrations in the classroom. If students did this they would possibly understand more about the subject being taught in class. The highest score that was given in the SALT reports was a 4.3 and that was for students are being taught problem solving and decision making skills. That is crucial in living in society today but it should not be the highest score given in the SALT reports. Math, english and writing concepts should be some of the higher numbers in the SALT reports. This is because those are the most important to learn for college and for life. Also learning a topic in many different ways help students learn more about that subject and possibly an easier way for some students who are struggling in that class or on that certain subject. The SALT report gave a 3.9 for when students use charts, graphs, and diagrams as part of the assignments and 2.6 for students who engage in hands on learning activities. This is helpful for students to actually learn hands on and see data instead of reading it in a book. Doing hands on activities is extremely helpful because it helps students remember what happened during that experience they did and easier to learn more about the topic, instead of being in a class room being lectured by a teacher. I feel as if East Providence high school had more sufficient teachers to help do these activities and helpful sources, the students would be able to be more successful and get better grades in order to graduate high school and get into a great college.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
East Providence High School"The East Providence High School community believes that excellence in education is the pathway to the future. Our goal is to instill a passion for learning and a sense of responsibility in all students. Teachers working with families ensure that every student’s transition to society is personal and meaningful. Students, administrators, faculty, and staff are part of a culture promoting a safe environment to explore new ideas, meet new challenges, respect diversity and contribute to the community." - East Providence Mission Statement
Introduction
East Providence High School first opened in 1950. It was one of the first contemporary high schools built during the 1950s. It has an up to date cafeteria and auditorium that can accommodate over a thousand students. As the school was being built, there was a construction of a clock tower. Since then, the clock tower has been an iconic symbol for the high school. In the last ten years, East Providence has made an adaption to their cafeteria, making it larger, and also creating a new wing for the building. The principle of the high school is Janet Sheenan. There are about one-hundered and fifty faculty members working as teachers and about forty people who help as aides, secretaries, and maintenance. There are about 1,200 kids that attend East Providence High School.Community Background
East Providence has a population of 48,570. This was concluded in July 2009. The population has changed by -0.2% since the year 2000. This is compared to the population of Rhode Island, which is 1,053,209 (U.S. Census Bureau 2009). The population of East Providence, along with the state, is consists mostly of white people. There is 86% of whites, 5.9% of African Americans, .8% of asians, 4.1% of hispanics, and .5% of American indian or alaska native (US census 2006-2008).Rhode Island has a higher median household income than the U.S. East Providence has $50,332 median household income, which is $5,000 dollars lower than Rhode Island itself. The median family income is also exceptionally lower than the state. The $66,618 median family income compared to Rhode Island's $71,081 is a small difference, but will soon add up. There is about 8.9% of individuals, living in East Providence, that are below the poverty level, while there is a 6.2% of families living below the poverty level. In the community there is roughly about 1,608 of people who are in the food stamp program and about 13% of people who participate in the school breakfast programs. 83% of the community participate in the WIC, or The Special Supplemental Nutrition Program for Women, Infants and Children. The WIC is a federal assistance program of the food and nutrition service of the USDA for healthcare and nutrition of low-income pregnant women, breastfeeding women, and infants and children under the age of five.
The child population is about 10,546. 29% of this population lives in single-parent families, 10.8% are living in families below the federal poverty threshold, 6.3% are teens in school and are not working, and 3% are in households with grandparents who are financially responsible for their grandchildren (2000 census). In the 2009 census there is 10% of children who participate in early intervention. The students who are enrolled in special education is 26%. The number of children under the age 19 receiving medical assistance is 3,184 (2009 census). The high school attendance rate is 89%, whereas the high school graduation rate is 74%. Thats a 15% difference.
District Summary
There are about 5,785 students and 511 teachers in the district of East Providence. There are 304 schools in the area. Out of the 193 elementary schools, only 158 elementary schools had made AYP. 12 schools are within caution and 23 schools are making insufficient progress. Out of the 54 middle schools, only 72% have made the AYP, 13% are within caution, and 15% are insufficient. There are 57 high schools in East Providence. Out of that 57 only 26 are high performing and have made AYP. 27 of the high schools are insufficient and did not make the AYP. Clearly there is something wrong from the time the students are in middle school to when they get to high school.There is a a bunch of different types of schooling in this area. Even though there is no public charter schools, 83% of the schools are public schools, 16.1% are non public schools, and .7% are home schooled. In theses schools, 37% of these students are eligible for subsidized lunch programs that the schools offer. 97% of students are receiving ESL, or bilingual education services. 3% are taking english as a second language and 0% are actually bilingual. Non recipients who are not receiving special education services is about 74% of the students. 9% are self contained and 17% are in general education programs with supports. The students come from a wide variety of ethnic backgrounds, but just like in the state itself, the population is mostly white. There is 78% of whites, 14% of african american, 5% hispanic, 2% asian, and 1% of native american.
In the state of Rhode Island there is a total of $14,462 for total per-pupil expenditures. In the district of East Providence there is $14,852. This is not a big difference of the amount of money being put into the per-pupil expenditures. 40% of the money goes to instruction, 18% of the money goes to instructional support, 18% goes to operations, 5% goes to leadership, and 15% goes to other commitments. The state is a little bit different from the district as a whole. 55% of the states goes to instruction, 15% goes to instructional support, 15% goes to operations, 10% goes to leadership, and 8% goes to other commitments. The state also gives $600 to special educational programs and $620 to career and technical education.
School Analysis
The principle of East Providence High School is Caroline Caswell. 1988 students currently occupy East Providence High school, along with 155 teachers. Out of the 1988 students who are in this high school, 71% are eligible for subsidized lunch programs. Almost 99% of the students are receiving ESL or bilingual education services and only 1% of the students are taking English as a second language. 77% of the students are receiving special educational services and 17% of the students are in or also in a general education program with supporters. 79% of the students are of white origin, 14% are African American, 2% are Asian, 4% are Hispanic, and only 2% of the students are Native American. This is really similar to the district, which is not surprising because in most districts the ethnicities are mostly the same as the school within that district.
In the SALT survey reports(2008) the numbers were very statistically low. In the student reports, on a scale from one to five, the positive school climate, teachers provide support, students show commitment, positive student interactions, negative student interactions, disciplinary harshness, instructional innovation and variation, and general quality of school life are all close to a 3. in the staff reports were too low for a high school with so many students. On a scale from one to seven, one being never and seven being daily; a three was given for students read and discuss newspaper articles and students write reports and papers; a 2.4 was given for students watch and discuss video tapes and direct television or news; a 3.4 was given for students revise their reports and papers.
East Providence High School has a wide variety of sports and activities from cheerleading, football, girl and boys soccer, baseball, softball, different seasons of track and field, theater, musical, chess club, chorus, and a photography club. East Providence has a different honor roll system than most schools. They have a Summa Cum Laude, which is all A's, Magna Cum Laude, which is all A's and B's, and finally Cum Laude, which is all A's, B's and no more than one C. This is different because in Massachusetts they have only two honor roll systems, high honors and honors. The national honor society has an extremely hard criteria. In order to become inducted into the Honor Society one must have an average of 89.5% or better for two and a half years; they must have a high moral character, leadership, and community involvement; they have to go and do fifteen hours of documented community service and they also must go through an application process.
The percent that graduated in 2009 was about 77.5%. The percent that dropped out was 10%. 5.9% of students received their GED and 6.7% are still in school. The teacher to student ratio is 1:12. In this high school the average SAT scores for math was a 476, in reading the average score was 480, and the writing average was 463.
Conclusion
The students are not doing well as they could be doing. For a high school with such a hard program for Honor Society, one would think the students would be scholars. Instead, students are not having great teaching, from what is on the SALT reports. Teachers believe that students barely participate in labs and or demonstrations in the classroom. If students did this they would possibly understand more about the subject being taught in class. The highest score that was given in the SALT reports was a 4.3 and that was for students are being taught problem solving and decision making skills. That is crucial in living in society today but it should not be the highest score given in the SALT reports. Math, english and writing concepts should be some of the higher numbers in the SALT reports. This is because those are the most important to learn for college and for life. Also learning a topic in many different ways help students learn more about that subject and possibly an easier way for some students who are struggling in that class or on that certain subject. The SALT report gave a 3.9 for when students use charts, graphs, and diagrams as part of the assignments and 2.6 for students who engage in hands on learning activities. This is helpful for students to actually learn hands on and see data instead of reading it in a book. Doing hands on activities is extremely helpful because it helps students remember what happened during that experience they did and easier to learn more about the topic, instead of being in a class room being lectured by a teacher. I feel as if East Providence high school had more sufficient teachers to help do these activities and helpful sources, the students would be able to be more successful and get better grades in order to graduate high school and get into a great college.References
2009 USA Census - http://www.census.gov/
Information Works - http://www.inforworks.ride.uri.edu/2009/default.asp
East Providence High School - www.eastprovidencehighschool.com
Salt Survey Report - http://www.infoworks.ride.uri.edu/2006/reports/salt.asp
Information Works - http://infoworks.ride.ri.gov/school/east-providence-high-school
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.